ELA+2+Lesson+1


 * Topic:Pets **


 * Common Core standards: **

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.8 Compare and contrast the most important points presented by two texts on the same topic. RF.2.4 Read with sufficient accuracy and fluency to support comprehension. L2.1F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Sequence of events
 * Subject and predicates
 * CVC patterns
 * Sentences that tell a true story


 * Suggested additional readings: **
 * __ Caring For Our Dog __ by June Preszler
 * __Mi Primer Gato = My First Cat__ by Linda Bozzo
 * __Flutter and Float: bringing home goldfish__ by Amanda Doering Tourville
 * __Brilliant Birds__ by Mary Elizabeth Salzmann
 * __Goofy Guinea Pigs__ by Mary Elizabeth Salzmann
 * __Stanley's Beauty Contest__ by Linda Bailey
 * __Not Norman: a goldfish story__ by Kelly Bennett
 * The Mercy Watson series by Kate DiCamillo

Journeys lesson activities for grade 2 Picture of Pomeranians Picture of kitten A Puppy is for Loving by Mary Labatt - a read-along (15 min.) Brainpopjr - caring for pets film and related activities Brainpopjr - video about types of sentences Brainpopjr - video about subject/verb agreement Brainpopjr - video about sequence ICT Games - CVC online game
 * Resource links: **

Student learning outcome: Identify the sequence of events in a story with a flashback. Duration: approximately 50 minutes Necessary materials:
 * Activities: **

//Provided//:
 * Direct Teaching passage
 * “The Big Game"
 * Direct teaching example chart

//Not Provided//:
 * __A Chair for My Mother__ by Vera B. Williams
 * Chart paper
 * Markers
 * Lined paper
 * Lesson plan.

Teacher will explain that sometimes in a story a character may remember (or the author may tell) something that happened before the story. This is called a flashback. Teacher will read the short passage “The Big Game” and talk about the flashback in the story. For example: "In the story, the author is playing in a basketball game and it seems like their team is doing well. Then he remembers a game last year when he did not get to play and the team did poorly. This happened before the story. It is a flashback or something he remembers from before. It is important to understand that flashbacks are not happening now. They are meant to give us a better understanding of the story." Teacher will chart the sequence of events in the story, charting the flashback first, since it happened before the story. (Direct Teaching Teacher Example chart is provided in Teacher and Student Materials below.) Teacher will make the distinction between events that happened in the past and events that are happening now in the story. Ask: "How did you know the sequence of events in the story?" Students should respond that you read the story and identified that there was a flashback, or an event that came before the story. You identified that event as happening first and then ordered the rest of the events in the order in which they happened in the story.
 * ===DIRECT TEACHING===
 * TIP:** To provide visual context, create a timeline and model the sequencing of a flashback on the timeline during the Direct Teaching.
 * ===THINK CHECK===

Class will read __A Chair for My Mother__ by Vera B. Williams. We will identify the flashback in the story and distinguish between events that happened before the story (past) and events that are happening in the story (present).
 * ===GUIDED PRACTICE===
 * ReadWorks - example chart

Student will write down the sequence of events of the story __A Chair for My Mother__, putting the flashback in the correct sequential order with the rest of the book.
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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